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The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Assessment requires access to a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an elearning educational context including an elearning management system elearning programs students accessing elearning programs simulating various problems that may occur relevant documentation and resources normally used in the elearning education environment

Methods of assessment	Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of two or more of observation demonstration questioning oral and written scenarios simulation or role plays authenticated evidence from the workplace training programs Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as people in rural and remote locations people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

E-learning refers to:	The term used to refer to computer-enhanced or managed learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players It includes the use of, for example: web-based teaching materials multimedia CD-ROMs or web sites discussion boards collaborative software email blogs wikis computer aided assessment simulations games learning management software And generally involves a combination of different methods being used An e-learning environment may include the following characteristics: is independent of a set or scheduled time period is independent of a fixed or specific venue or place is connected through information communication technology the internet provides the operating learning environment learners can determine how, when, and where they learn

Learning program requirements may include:	Relevant syllabus and approved work programs for a particular State or Territory School based subjects and work plans School requirements Community based training courses Vocational education and training courses

Learning space may include:	On-line class areas Virtual schooling/classrooms Discussion boards Chartrooms Designated space

Social constructivist approaches refers to:	View our knowledge as 'constructed', because it does not necessarily reflect any external 'transcendent' realities and is contingent on convention, human perception, and social experience Believe that learning is the result of social interactions within a structured knowledge and skill framework Social constructivism contends that categories of knowledge and reality are actively created by social relationships and interactions

School routines may include:	Timetables Flexible weeks Flexible school Supervision rosters Tutor allocations Daily programs

Educational organisation may include:	Primary schools Secondary schools Middle schools Vocational education and training organisations Institutes of technical and further education Registered training organisations Some community organisations Education/training organisation requirements will vary according to the organisation's purpose and client base

E-learning management system may include:	Moodle Blackboard WebCT Janison's systems

Information may relate to:	Enrolment information Teacher / facilitator details Surveys of learners to identify specific technology skills and support needs for e-learning Quizzes and assessment items Student details (within scope allowed within learning environments) Learning materials Learning objects Internet links Communication protocols

E-learning activities and events may be synchronous (in real time) or asynchronous (not in real time) and may include:	Discussions/debates Questions, problems, brainstorming Games/quizzes E-based research activities Case studies Role plays/simulations/scenarios Practical activities Using the internet to find information sites Using materials on CD-ROMS Downloading resources including materials/ notes/ guides from dedicated learning program/course specific web site Learning objects (i.e. learning federation, etc.)

Protocols for the e-learning interaction and environment may include:	Boundaries of communication/standards of behaviour while on-line Guidelines for trainer/facilitator and e-learner interactions, such as: standard of service levels email guidelines, times for sending, expected response times, types of questions that are individual or group directed email access and lists discussion board guidelines Arrangements for technical support Learning activity and assessment requirements and processes Security systems Expectations/requirements of students, for example: participation in learning events and activities time requirements for submitting work group work arrangements ability to work online and offline as required

Netiquette is:	A term for the conventions of politeness and respect recognised on internet activity (e.g. discussion boards, chat rooms, email, etc) These conventions address the relationship between personal behaviour and group phenomena, and outline a set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction

Facilitate interaction may include:	Guiding learning activities through setting up questions, issues, scenarios to be addressed in discussion board, data conferences or email Observing in forums/chat and intervening when necessary to maintain focus/momentum/engagement Knowing when to intervene/when to let learners direct themselves Moderating disruptive, abusive or dominant e-learners Facilitating group work both online and offline Assisting learners in locating, using and evaluating online information Maintaining momentum and motivation of e-learners through ongoing individual contact and feedback

Technical support needs and mechanisms may include:	Technical support from education organisation / system Meeting accessibility issues, e.g. Internet accessibility standard Asked questions (FAQS) service Problem solving tools Support with it literacy Support to help learners become self-directed e-learners Work health and safety (WHS) guidelines for computer-based work

Online communication may include:	Text chat Chat rooms Discussion boards Audio contact through VOIP Data conferencing

Personal contact may include:	Face-to-face meetings Telephone contact Email

Student learning characteristics may include:	Level of expertise in using relevant technologies Level and type of experience in an e-learning environment Specific needs Educational background Language, literacy and numeracy needs Employment status Past learning experiences Age Level of maturity Culture and/or language diversity Differing learning styles (e.g. auditory, visual, kinaesthetic, left/right brain, global/analytical, theoretical, activist, reflective)

Technical infrastructure may include:	Technology to be used in delivery Type of online learning management platform, e.g. Blackboard, Moodle Time required for setting up and testing equipment/technology Setting up a specific dedicated web site for the e-learning course/program Setting up hyperlinks Liaison with information technology (IT) personnel/ specialists

Review may include:	Feedback from learners, supervisors, e-learning designers, program owners, etc. Identification of issues in managing/monitoring students involved in e-learning Identification of issues in e-learning management system operation Effectiveness of the e-learning protocols, their application and proposed changes Effectiveness of the technology being used

Set criteria may include:	Content Presentation Technologies Student outcomes Personal outcomes Team outcomes Organisation outcomes

Reflect on own performance may include:	Critical questions about system performance, problem-solving/identification, methods used, etc. Listening to and acting on feedback from students and others

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CHCEDS429B - Coordinate e-learning programs

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement